Document Type : Research Paper
Author
Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
Abstract
The purpose of this research was to identify the motivations of teachers with PhD degrees to be employed as faculty members of Farhangian University. The research method was qualitative and its strategy was Classic Grounded Theory. The participants were teachers with PhD degrees who registered in the special call to recruit faculty in Farhangian University. Using theoretical sampling and according to the rule of theoretical saturation, 10 people selected as sample. The data collection tool was a semi-structured interview. The analysis of the interviews and the formation of the paradigm model were done using open coding, memo writing, selective coding and theoretical coding. MAXQDA20 software was used during the analysis to facilitate coding and drawing the research paradigm model. The validity of the research was ensured by referring to Maxwell's validation criteria. The findings revealed 50 open codes, 14 concepts and 6 categories. The core category is the ostracizing climate of school and department, which emerged as the main reason for teachers with PhD degrees to become members of the university faculty. This category includes three aspects of exclusionary classroom climate of schools, exclusionary communication climate and exclusionary administrative climate. Other identified categories are development of social base, development of financial and material opportunities, development of opportunities for scientific growth, development of opportunities for independence and discretion, and sense of dynamism and effectiveness. At the end, these findings are discussed based on common theories of motivation.
Keywords
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